| Summary: | 碩士 === 國立屏東商業技術學院 === 應用外語系 === 97 === The one-on-one peer tutoring program has been regarded as a useful teaching method for foreign language teachers. Although a large body of studies has shown positive and substantial effects of peer tutoring on improving language learners’ academic and nonacademic achievement, few empirical studies have explored the actual practice of the one-on-one peer tutoring program among young foreign language learners in elementary schools in Taiwan. This qualitative study was designed to explore the effects of the one-on-one peer tutoring program on elementary school students.
This study probed the EFL elementary students’ experience with the one-on-one peer tutoring program, including in what ways the students benefited from it, and how they interacted with each other during the program. That is, three effects of the one-on-one peer tutoring program were probed in this study: the tutors’ empowerment, the tutees’ autonomy, and the social interaction between tutors and tutees. Five tutors (high-proficiency learners) and five tutees (low-proficiency learners) from Raey Kaung elementary school in Pingtung County were the subjects of this study. Data were collected through questionnaires, semi-structured interviews, observation notes and video-tape recording.
The findings of this study indicate that the use of the one-on-one peer tutoring program did have beneficial effects on both tutors and tutees. First, the tutors felt empowered in designing their own teaching activities to help their tutees. Second, the tutees involved in the one-on-one peer tutoring program developed their autonomous learning. Finally, both tutors and tutees increased positive social interaction throughout the whole one-on-one peer tutoring program.
Some recommendations of this study are offered for further studies.
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